Approaches to studying and perceptions of the academic environment in students following problem-based and subject-based curricula

Sadlo, G. and Richardson, J.T.E. (2003) Approaches to studying and perceptions of the academic environment in students following problem-based and subject-based curricula Higher Education Research and Development, 22 (3). pp. 253-274. ISSN 0729-4360

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Abstract

To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment.

Item Type: Journal article
Subjects: X000 Education > X200 Education Research
DOI (a stable link to the resource): 10.1080/0729436032000145130
Faculties: Faculty of Health and Social Sciences > School of Health Professions
Depositing User: editor health
Date Deposited: 04 Sep 2007
Last Modified: 14 Jun 2013 15:31
URI: http://eprints.brighton.ac.uk/id/eprint/978

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